WATERMILL SCHOOL CURRICULUM SKILLS MAP Curriculum... · WATERMILL SCHOOL CURRICULUM SKILLS MAP ... and appropriate measures of central tendency (mean, ... charts for ungrouped and

WATERMILL SCHOOL CURRICULUM SKILLS MAP

Subject: Mathematics Strand: Statistics

Progress Point High Ability MLD Progress Point Low Ability MLD / High

Ability SLD Progress

Point

Low Ability SLD, PMLD and COMPLEX

KS4 GCSE E/D/F L2 EL2/ Functional Skills

STATISICS LEVEL 2 l. Use probability to assess the likelihood of an outcome. Understand that probability is an expression of likelihood and can be written as a fraction, decimal or percentage. Understand that probability is expressed as the number of ways an event can happen compared with the number of possible outcomes, Identify the range of possible outcomes of combined events and record the information in tree diagrams or tables. k. Use statistical methods to investigate situations; Find the mean, median and mode and understand that each average is useful for different purposes Use the range to describe the spread within a set of data,. Use the average and range to compare two sets of data. j. Use and interpret statistical measures, tables and diagrams, for discrete and continuous data, using ICT where appropriate; Find the mean, median and mode and understand that each average is useful for different purposes. i. Collect and represent discrete and continuous data, using ICT where appropriate; Get relevant information from different sources, Know how to extract discrete and continuous data from tables, spreadsheets, bar charts, pie charts and line graphs with more than one line. Draw conclusions from scatter diagrams, understanding that correlation does not imply causality. Understand how to use scales in diagrams, charts and graphs. Know how to choose a suitable format and scale to fit the data and ensure all charts, graphs and diagrams are labelled. LEVEL 1 n. Use data to assess the likelihood of an outcome. Understand that some events are impossible, some events are certain, some events are likely to occur. Understand the concept of possible outcomes. Understand that some events can happen in more than one way. Expressing a probability as a fraction, decimal or percentage is not required. m. Find mean and range;

EL2 EL1 P6 / ASDAN

ENTRY 2 h. Extract information from

simple lists.

Identify key numerical information, such as quantity from a clearly presented list. Identify key numerical information, such as frequency, from a clearly presented list. ENTRY 1 f. Sort and classify objects

practically using a single

criterion

The single criterion might be: shape, colour, size, texture or any other easily differentiated factor P scale below this point None in P -scales

ASDAN/ Equivalent

P scale below this point None in P -scales

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Know that the mean is a single value that represents the data. Know that the mean is one sort of average that can give a distorted view if one or two values are much higher or lower than the other values. Calculate the mean by summing all the values then dividing by the number of items. Understand that the range measures the spread of a set of data. Understand that the range is the difference between the minimum and the maximum values in a set of data. l. Collect and record discrete data and organise and represent

information in different ways;

Collect (including by making accurate observations) and record discrete data in a tally chart. Organise discrete data in a table. Represent discrete data in pictograms, bar charts and line graphs. Know how to choose a sensible scale and to label charts, graphs and diagrams. Represent the results of calculations to show the purpose of the task,. k. Extract and interpret information from tables, diagrams, charts

and graphs;

Understand that title, labels, and key provide information. Know how to read a scale on an axis. Know how to use a simple scale such as 1cm to 1m, 20mm to 1m. Know how to obtain information, from tables such as a timetable or pricelist, charts such as a pictogram, simple pie chart or bar chart, single line graphs, diagrams such as a map, workshop drawing or plan

ENTRY 3 k. Extract, use and compare information from lists, tables, simple

charts and simple graphs.

Understand title, labels, axis, scale, key. Use a scale to extract numerical values. Use a bar chart to make comparisons. Understand that an icon in a pictogram may have a value of more than one. Make observations and record numerical information using a tally chart. Understand simple pie charts, for example two, three or four segments ENTRY 2 h. Extract information from simple lists.

Identify key numerical information, such as quantity from a clearly presented list. Identify key numerical information, such as frequency, from a clearly presented list.


KS3 National Curriculum Subject Content Key Stage 3

Statistics:

Pupils should be taught to:

describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers)

construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data

describe simple mathematical relationships between two variables (bivariate data) in observational and experimental contexts and illustrate using scatter graphs.

3c – 4a • Interpret and construct pie charts and line graphs and use these to solve problems. (Yr.6) • Calculate and interpret the mean as an average. (Yr.6) • Solve comparison, sum and difference problems using information presented in a line graph. (Yr.5) • Complete, read and interpret information in tables, including timetables. (Yr.5) • Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs. (Yr.4) • Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs. (Yr.4) • Interpret and present data using bar charts, pictograms and tables. (Yr.3) • Solve one-step and two-step questions (for example, ‘How many more?’ and ‘How many fewer?’) using information presented in scaled bar charts, pictograms and tables. (Yr.3)

P5 – P8 (THERE ARE NO STATISTICS LEVELS FOR THE P LEVELS – P4 UPWARDS CONSIDERING PUTTING IN SOME BASIC IDEAS THAT COULD BE USED TOP BUILD UP TO LEVEL 1)

P2ii – P4 (NO P4 FOR STATISTICS - CONSIDERING PUTTING IN SOME BASIC IDEAS THAT COULD BE USED TOP BUILD UP TO LEVEL 1)

2c – 2a Y3 objectives need to be checked as 2a is just going into Y3 expectations

• Interpret and present data using bar charts, pictograms and tables. (Yr.3) • Solve one-step and two-step questions (for example, ‘How many more?’ and ‘How many fewer?’) using information presented in scaled bar charts, pictograms and tables. (Yr.3) • Interpret and construct simple pictograms, tally charts, block diagrams and simple tables. (Yr.2) • Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity. (Yr.2)


• Ask and answer questions about totalling and comparing categorical data. (Yr.2)

1 – 2c • Interpret and construct simple pictograms, tally charts, block diagrams and simple tables. (Yr.2) • Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity. (Yr.2) • Ask and answer questions about totalling and comparing categorical data. (Yr.2) No Y1 Statistics objectives


KS2 National Curriculum Subject Content Key Stage 2 Year 3:

Pupils should be taught to: interpret and present data using bar charts, pictograms and tables solve one-step and two-step questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables. Notes and guidance (non-statutory) Pupils understand and use simple scales (for example, 2, 5, 10 units per cm) in pictograms and bar charts with increasing accuracy. They continue to interpret data presented in many contexts.

Year 4:

Pupils should be taught to: interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs. solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.

Notes and guidance (non-statutory) Pupils understand and use a greater range of scales in their representations. Pupils begin to relate the graphical representation of data to recording change over time.

Year 5:

Pupils should be taught to: solve comparison, sum and difference problems using information presented in a line graph complete, read and interpret information in tables, including timetables.

Notes and guidance (non-statutory) Pupils connect their work on coordinates and scales to their interpretation of time graphs. They begin to decide which representations of data are most appropriate and why.

Year 6:

Pupils should be taught to: interpret and construct pie charts and line graphs and use these to solve problems calculate and interpret the mean as an average. Notes and guidance (non-statutory) Pupils connect their work on angles, fractions and percentages to the interpretation of pie charts. Pupils both encounter and draw graphs relating two variables, arising from their own enquiry and in other subjects. They should connect conversion from kilometres to miles in measurement to its graphical representation. Pupils know when it is appropriate to find the mean of a data set.


1c – 2c • Interpret and construct simple pictograms, tally charts, block diagrams and simple tables. (Yr.2) • Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity. (Yr.2) • Ask and answer questions about totalling and comparing categorical data. (Yr.2)

P4 – P6 (THERE ARE NO STATISTICS LEVELS FOR THE P LEVELS – P4 UPWARDS CONSIDERING PUTTING IN SOME BASIC IDEAS THAT COULD BE USED TO BUILD UP TO LEVEL 1)

P2ii – P3i P3 (i) Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, pushing an item of equipment towards a member of staff. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, banging or rubbing objects together. They observe the results of their own actions with interest, for example, as they throw or drop objects on to different surfaces. They remember learned responses over more extended periods, for example, remembering how to activate a pop-up object from a previous lesson. P2 (ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, showing a desire to hold a favourite object. They recognise familiar people, events and objects, for example, looking towards their own lunch box when offered a selection. They perform actions, often by trial and

P8 - 1b (FOLLOWING THE STAFF MEETING TEACHERS FELT THEY WOULD LIKE TO INCLUDE SOME STATISTICS WORK, SO FOLLOW YEAR 2 FOR YEAR 1 IF NEEDED) (NO P8 FOR STATISTICS - CONSIDERING PUTTING IN SOME BASIC IDEAS THAT COULD BE USED TOP BUILD UP TO LEVEL 1)

• Interpret and construct simple pictograms, tally charts, block diagrams and simple tables. (Yr.2) • Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity. (Yr.2) • Ask and answer questions about totalling and comparing categorical data. (Yr.2)


improvement, and they remember learned responses over short periods of time, for example, repeating an action with a familiar item of equipment. They cooperate with shared exploration and supported participation, for example, handling and feeling the texture of objects passed to them.


KS1 National Curriculum Subject Content Key Stage 1 Year 2:

Pupils should be taught to: interpret and construct simple pictograms, tally charts, block diagrams and simple tables ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity ask and answer questions about totalling and comparing categorical data. Notes and guidance (non-statutory) Pupils record, interpret, collate, organise and compare information (for example, using many-to-one correspondence in pictograms with simple ratios 2, 5, 10).

P5 – P7 (THERE ARE NO STATISTICS LEVELS FOR THE P LEVELS – P4 UPWARDS CONSIDERING PUTTING IN SOME BASIC IDEAS THAT COULD BE USED TOP BUILD UP TO LEVEL 1)

P3i – P4 (THERE ARE NO STATISTICS LEVELS FOR THE P LEVELS – P4 UPWARDS CONSIDERING PUTTING IN SOME BASIC IDEAS THAT COULD BE USED TOP BUILD UP TO LEVEL 1)

P3 (ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, dropping objects to prompt interventions from adults. They can remember learned responses over increasing periods of time and may anticipate known events, for example, collecting coats and bags at the end of the school day. They may respond to options and choices with actions or gestures, for example, pointing to or giving one object rather than another. They actively explore objects and events for more extended periods, for example, manipulating objects in piles, groups or stacks. They apply potential solutions systematically to problems, for example, using items of equipment purposefully and appropriately. P3 (i) Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, pushing an item of

P1ii – P2ii

P2 (ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, showing a desire to hold a favourite object. They recognise familiar people, events and objects, for example, looking towards their own lunch box when offered a selection. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, repeating an action with a familiar item of equipment. They cooperate with shared exploration and supported participation, for example, handling and feeling the texture of objects passed to them. P2 (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new


equipment towards a member of staff. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, banging or rubbing objects together. They observe the results of their own actions with interest, for example, as they throw or drop objects on to different surfaces. They remember learned responses over more extended periods, for example, remembering how to activate a pop-up object from a previous lesson.

activities and experiences, for example, becoming excited or alarmed when a routine is broken. They begin to show interest in people, events and objects, for example, tracking objects briefly across their field of awareness. They accept and engage in coactive exploration, for example, lifting objects briefly towards the face in shared investigations. P1 (ii) Pupils show emerging awareness of activities and experiences. They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects, for example, grasping objects briefly when they are placed in their hand. They may give intermittent reactions, for example, sometimes showing surprise at the sudden presence or absence of an event or object. P1 (i) Pupils encounter activities and experiences. They may be passive or resistant. They may show simple reflex responses, for example, startling at sudden noises or movements. Any participation is fully prompted.


EYFS Approx working below 36 months

Approx working below 24 months

Approx working below 12 months

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WATERMILL SCHOOL CURRICULUM SKILLS MAP Curriculum... · WATERMILL SCHOOL CURRICULUM SKILLS MAP ... and appropriate measures of central tendency (mean, ... charts for ungrouped and